GCE
Religious Studies
Advanced GCE
Unit G581: Philosophy of Religion
Mark Scheme for January 2012
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This mark scheme is published as an aid to teachers and students, to indicate the requirements
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G581
Mark Scheme
January 2012
Annotations
Only use annotations emboldened in the Levels of Response.
As scripts may be returned to centres, you should use the minimum of comments and make sure that these are related to the award of a mark or
marks and are matched to statements in the mark scheme.
Do not include general comments on a candidate’s work.
Record any annotation in the body of the answer, or in the margin next to the point where the decision is made to award, or not award, the mark.
Recording of marks
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Record numerical marks for responses to part-questions unringed in the right-hand margin. Show the total for each question (or, in specific
cases, for each page) as a single ringed mark in the right-hand margin at the end of each question.
Transfer ringed totals to the front page of the script, where they should be totalled.
Show evidence that you have seen the work on every page of a script on which the candidate has made a response.
Cross through every blank page to show that you have seen it.
Subject-specific Marking Instructions
The Standardisation meeting will include discussion of marking issues, including:
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consideration of the mark scheme to reach a decision about the range of acceptable responses and the marks appropriate to them
comparable marking standards for optional questions
the handling of unexpected, yet acceptable, answers.
If you are not sure how to apply the mark scheme to an answer, you should telephone your Team Leader.
A2 Preamble and Instructions to Examiners
The purpose of a marking scheme is to ‘… enable examiners to mark in a standardised manner’ [CoP 1999 25.xiv]. It must ‘allow credit to be
allocated for what candidates know, understand and can do’ [xv] and be ‘clear and designed to be easily and consistently applied’ [x].
The Religious Studies Subject Criteria [1999] define ‘what candidates know, understand and can do’ in terms of two Assessment Objectives,
weighted for the OCR Religious Studies specification as indicated:
1
G581
Mark Scheme
January 2012
All candidates must be required to meet the following assessment objectives.
At A level, candidates are required to demonstrate their knowledge and understanding, and their ability to sustain a critical line of argument in
greater depth and over a wider range of content than at AS level.
Knowledge, understanding and skills are closely linked. Specifications should require that candidates demonstrate the following assessment
objectives in the context of the content and skills prescribed.
AO1:
AO2:
Select and demonstrate clearly relevant knowledge and understanding through the use of evidence, examples and correct language and
terminology appropriate to the course of study.
Sustain a critical line of argument and justify a point of view.
The requirement to assess candidates’ quality of written communication will be met through both assessment objectives.
In order to ensure the marking scheme can be ‘easily and consistently applied’, and to ‘enable examiners to mark in a standardised manner’, it
defines Levels of Response by which candidates’ answers are assessed. This ensures that comparable standards are applied across the various
units as well as within the team of examiners marking a particular unit. Levels of Response are defined according to the two Assessment
Objectives. In A2, candidates answer a single question but are reminded by a rubric of the need to address both Objectives in their answers.
Progression from Advanced Subsidiary to A2 is provided, in part, by assessing their ability to construct a coherent essay, and this is an important
part of the Key Skill of Communication which ‘must contribute to the assessment of Religious Studies at AS and A level’.
Positive awarding: it is a fundamental principle of OCR’s assessment in Religious Studies at Advanced Subsidiary/Advanced GCE that candidates
are rewarded for what they ‘know, understand and can do’ and to this end examiners are required to assess every answer by the Levels according
to the extent to which it addresses a reasonable interpretation of the question. In the marking scheme each question is provided with a brief outline
of the likely content and/or lines of argument of a ‘standard’ answer, but this is by no means prescriptive or exhaustive. Examiners are required to
have subject knowledge to a high level and the outlines do not attempt to duplicate this.
Examiners must not attempt to reward answers according to the extent to which they match the structure of the outline, or mention the points it
contains. The specification is designed to allow teachers to approach the content of modules in a variety of ways from any of a number of
perspectives, and candidates’ answers must be assessed in the light of this flexibility of approach. It is quite possible for an excellent and valid
answer to contain knowledge and arguments which do not appear in the outline; each answer must be assessed on its own merits according to the
Levels of Response.
Practical application of the Marking Scheme
General administrative information and instructions are issued separately by OCR.
2
G581
Mark Scheme
January 2012
Apart from preliminary marking for standardisation purposes, which must be carried out in pencil, the first marking of a script should be in red ink.
There should be a clear indication on every page that it has been read by the examiner, and the total mark for the question must be ringed and
written in the margin at the end of the script; at A2 the two sub-marks for the AOs must be written here as well. Half-marks may not be used.
To avoid giving the impression of point-marking, ticks should not be used within an answer. Examiners should follow the separate instructions
about annotation of scripts; remember that the marks awarded make the assigned Levels of Response completely explicit.
Key Skill of Communication: this is assessed at both Advanced Subsidiary and A2 as an integral part of the marking scheme. The principle of
positive awarding applies here as well: candidates should be rewarded for good written communication, but marks may not be deducted for
inadequate written communication; the quality of communication is integral to the quality of the answer in making its meaning clear. The Key Skill
requirements in Communication at Level 3 include the following evidence requirements for documents about complex subjects, which can act as a
basis for assessing the Communications skills in an examination answer:
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Select and use a form and style of writing that is appropriate to your purpose and complex subject matter.
Organise relevant information clearly and coherently, using specialist vocabulary when appropriate.
Ensure your text is legible and your spelling, grammar and punctuation are accurate, so your meaning is clear.
Synoptic skills and the ability to make connections: these are now assessed at A2 as specification, due to the removal of the Connections papers.
Levels of Response: the descriptions are cumulative, ie a description at one level builds on or improves the descriptions at lower levels. Not all the
qualities listed in a level must be demonstrated in an answer for it to fall in that level (some of the qualities are alternatives and therefore mutually
exclusive). There is no expectation that an answer will receive marks in the same level for the two AOs.
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G581
Mark Scheme
Question
1
Indicative Content
January 2012
Marks
35
AO1
Candidates may begin by defining what might be meant by a
‘corporate religious experience’, though others may begin with a more
general account of what religious experience might be. Whichever
route the candidates choose they should focus their response towards
the extent to which this one type of religious experience does or does
not lead to a proof of God’s existence.
There is no need for candidates to list all the kinds of religious
experience which may be considered to be ‘corporate’ nor should
examiners limit credit to those mentioned in the old specification.
Everything from Evensong through the sacraments to the Toronto
Blessing is available for discussion.
Some candidates may use the writings of William James or Richard
Swinburne to explore the validity of these experiences and to explain
what may or may allow an experience to be called religious.
AO2
In evaluating this issue, candidates may assess the strength of the
arguments put forward by the classical writers mentioned above or
others whom they have studied.
In contrast, those who wish to argue against corporate religious
experience being a reality may make use of the writings of writers
such as Marx, Freud or Dawkins; taking a sociological, psychological
or reductionist scientific approach to their explorations of the issues.
While personal beliefs are likely to be expressed by some candidates,
it is important that credit is given through the levels of response to the
views which candidates are able to justify and not to arguments by
assertion.
4
Guidance
G581
Mark Scheme
Indicative Content
Question
2
January 2012
Marks
35
AO1
Candidates usually begin this response by outlining their
understanding of the concept of miracle which is fine as long as it
does not turn into their pre-prepared Hume answer.
Better responses will explain what it is about this concept which for
some philosophers makes it impossible to believe in a Good God in
any sense. Many will be aware of the writings of Maurice Wiles and
the kind of God he believes would be implicit in a world where He
would seem to be behaving in a partial and unfair manner.
Some may alternatively attack the statement from a Dawkins kind of
position where there is no God and miracles are therefore just events
which science cannot yet explain but will be able to some day.
Others may explain the writings of philosophers such as Keith Ward
and explore what a universe would be like if God intervened all the
time and the implications of that for the way we would have to interact
with our world. Would we, for example, seek to use science to cure
illness when we could just pray hard and move mountains?
AO2
In their evaluations candidates may be tempted to slip into responses
which are more correctly directed at whether or not miracles can or do
happen. This can only be credited at a general topic level; to answer
the above question fully candidates must address the issue of
whether or not we can at the same time hold that God is benevolent
and intervening in the world to help a few people.
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Guidance
G581
Mark Scheme
Indicative Content
Question
3
January 2012
Marks
35
AO1
Candidates may begin by making the assertion that Falsifiability is not
a criterion to determine whether something is meaningful or not, only
whether it has the status of a scientific assertion. They may make use
of Flew’s view that unlike the Verification Principle of the Logical
Positivists, this was put forward as a criterion not of meaning but of
scientific status.
They may then point to the fact that Flew, in the University Debate,
begins by referring to John Wisdom’s parable of the gardener, from
his article ‘Gods’. The story is simple. Two explorers come upon a
clearing in the jungle. Some parts look tended, others do not. In
Wisdom’s original parable, he is making the point that the world is
rather like that. In the original, one man takes the view there is a
gardener who comes to tend the ground, while the other thinks there
is not. Neither can find the gardener, neither experience anything the
other does not, yet their belief about the clearing is very different.
They may then explain Flew’s challenge that religious people would
seem to allow nothing to count against their beliefs.
AO2
In evaluating Flews argument and the extent to which he did or did not
successfully challenge religious beliefs candidates may evaluate the
arguments put forward by Hare and Mitchell during the symposium.
They may for example assess the validity of the idea of ‘Bliks’ and
their use is allowing religious belief to make sense. Others may apply
the story of the partisan using Mitchell’s original or possibly some may
even use the character of Snape from the Harry Potter stories.
Mitchell points out that a believer who does not accept the weight of
evidence against his belief is guilty of failure of faith as well as logic.
Candidates might also use arguments from Hick, including his
additions to Mitchell.
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Guidance
G581
Mark Scheme
Indicative Content
Question
4
January 2012
Marks
35
AO1
Some candidates may begin with an explanation of what it might
mean to say that God is omnipotent. For some Christians the
definition may be straight-forward in the sense of being without limits.
However candidates may be able to explain that philosophically the
definition is much more complex. They may, for example, address the
question of whether God could create a stone too heavy for Him to lift.
It is important however that they go beyond the discussion involved in
the definition and address the issue of whether or not there is
evidence for there being a God with this attribute within our universe.
Some may, for example, explore the issue of what would count as
evidence in this context. They may, in a contrary way, explore the
extent to which the existence of evil in some form or other would point
to a lack of evidence for an omnipotent God.
Alternatively, some may look at the complexity and order in the
universe and use them as evidence that not only does God exist but
that He would need to be all powerful to have arranged such a large
and well ordered universe.
AO2
Again it is important that in their AO 2 response candidates focus on
an evaluation of the evidence for or against the existence of an
omnipotent God and not just slip into an answer to the question. Does
an omnipotent God exist? Their evaluations should be integral to the
particular line they take and not be a separate part of the essay; that
way the views they express will come out of the explanations they are
making and not be attached as a sort of GCSE appendix. So, for
example, if they are using a scientific explanation for the issue of
God’s omnipotence they may critically assess the views of scholars
such as Hawking, Dawkins or Polkinghorne.
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Guidance
G581
Mark Scheme
January 2012
APPENDIX 1
A2 LEVELS OF RESPONSE
Band
0
1
2
3
4
Band
5
Mark /21
0
1–5
AO1
Mark /14
0
1–3
absent/no relevant material
almost completely ignores the question

little relevant material

some concepts inaccurate

shows little knowledge of technical terms
AO2
absent/no argument
very little argument or justification of viewpoint

little or no successful analysis

views asserted with no justification
v lit arg
a.c.i.q
Communication: often unclear or disorganised; can be difficult to - understand; spelling, punctuation and grammar may be inadequate
A basic attempt to address the question
a basic attempt to sustain an argument and justify a viewpoint
6–9
4–6

knowledge limited and partially accurate

some analysis, but not successful
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limited understanding

views asserted but little justification
b att
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might address the general topic rather than the question
directly

selection often inappropriate
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limited use of technical terms
b att
Communication: some clarity and organisation; easy to follow in parts – spelling, punctuation and grammar may be inadequate
satisfactory attempt to address the question
the argument is sustained and justified
10 – 13
7–8

some accurate knowledge

some successful analysis which may be implicit
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appropriate understanding

views asserted but not fully justified
sust/just
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some successful selection of material
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some accurate use of technical terms
sat att
Communication: some clarity and organisation; easy to follow in parts – spelling, punctuation and grammar may be inadequate
a good attempt to address the question
a good attempt at using evidence to sustain an argument holistically
14 – 17
9 – 11

accurate knowledge
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some successful and clear analysis
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good understanding
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some effective use of evidence
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good selection of material

views analysed and developed
g att

technical terms mostly accurate
g att
Communication: generally clear and organised; can be understood as a whole - spelling, punctuation and grammar good
AO1
AO2
Mark /21
Mark /14
A very good/excellent attempt to address the question showing
A very good/excellent attempt which uses a range of evidence to sustain
18 – 21
12 – 14
understanding and engagement with the material
an argument holistically

very high level of ability to select and deploy relevant

comprehends the demands of the question
information

uses a range of evidence

accurate use of technical terms

shows understanding and critical analysis of different viewpoints
vg/e att
vg/e att
Communication: answer is well constructed and organised - easily understood; spelling, punctuation and grammar very good
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